Case Study

Student well-being in Veterinary Sciences: Implications for student support and career agility

Irma Eloff
African Journal of Career Development | Vol 1, No 1 | a6 | DOI: https://doi.org/10.4102/ajcd.v1i1.6 | © 2019 Irma Eloff | This work is licensed under CC Attribution 4.0
Submitted: 23 October 2019 | Published: 10 December 2019

About the author(s)

Irma Eloff, Department of Educational Psychology, University of Pretoria, Pretoria, South Africa


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Abstract

This case study investigates the factors that support and hinder the well-being of undergraduate students in Veterinary Sciences. The study aims to provide textured, nuanced and in-depth qualitative perspectives on the well-being of veterinary science students. The study aims to supplement the growing body of quantitative studies that indicate substantive concerns about the psychological well-being of students in Veterinary Sciences. The study utilised face-to-face interviews (n = 78) and an in-depth focus group interview (n = 9) within the bounded system of a Faculty of Veterinary Science at a large, urban university. Findings indicate that the well-being of students in Veterinary Sciences is supported by students actively taking ownership of their psychological well-being, and the presence of animals in their social and personal lives. The study also shows that a sense of isolation, both socially and geographically, may be hindering students’ well-being.

Keywords

Veterinary Sciences; undergraduate; student well-being; student support; career agility.

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